THE INFLUENCE OF LEARNING OUTCOMES PRODUCTIVE SUBJECTS AND SELF-RELIANCE LEARNING WITH ACHIEVEMENT INDUSTRIAL WORK PRACTICES STUDENTS OF GRADE XII ELECTRONICS ENGINEERING SKILLS PROGRAM AT SMKN 3 YOGYAKARTA ACADEMIC YEAR 2012/2013

This study aimed to determine: (1) the influence of Learning Outcomes Productive Subjects with Achievement Industrial Work Practices students of grade XII Electronics Engineering Skills Program at SMKN 3 Yogyakarta Academic Year 2012/2013. (2) the influence Self-Reliance Learning with Achievement Industrial Work Practices students of grade XII Electronics Engineering Skills Program at SMKN 3 Yogyakarta Academic Year 2012/2013. (3) the influence of Learning Outcomes Productive Subjects and Self-Reliance Learning jointly with Achievement Industrial Work Practices students of grade XII Electronics Engineering Skills Program at SMKN 3 Yogyakarta Academic Year 2012/2013. This research is a study of ex post facto. The population of the research are students of grade XII Electronics Engineering Skills Program Academic Year 2012/2013 amounts to 69 students who entirely taken as a subject of research. Testing instruments has implemented by 33 student of grade XI Electronics Engineering Skills Program. The validity of the tests carries out by the technique of Pearson Product Moment correlation, whereas the reliability test used Alpha Cronbach formula. To know how the influence of Learning Outcomes Productive Subject with Achievement Industrial Work Practices and the influence of Self-Reliance Learning with Achievement Industrial Work Practices can use analysis techniques of Product Moment correlation. Regression analysis techniques use to know the influence of Learning Outcomes Productive Subject and Self-Reliance Learning jointly with the Achievements Industrial Work Practices. The results showed that: (1) there is a positive influence between Learning Outcomes Productive Subject with Achievement Industrial Work Practices students of grade XII Electronics Engineering Skills Program at SMKN 3 Yogyakarta Academic Year 2012/2013 as evidenced by the price of rx1y (0,340) is greater than rtabel (0.235) at the 5% significance level. (2) there is a positive influence between Self-Reliance Learning with Achievement Industrial Work Practices students of grade XII Electronics Engineering Skills Program at SMKN 3 Yogyakarta Academic Year 2012/2013 as evidenced by the price rx2y (0,353) greater than rtabel (0.235) at the 5% significance level. (3) there is a positive influence between Learning Outcomes Productive Subject and Self- Reliance Learning jointly with Achievements Industrial Work Practices students of grade XII Electronics Engineering Skills Program at SMKN 3 Yogyakarta Academic Year 2012/2013 as evidenced by the price of Ry (1,2) (0,440) greater than rtabel (0.235) at the 5% significance level. The coefficient of determination is (R2y (1, 2)) of 0,194. Effective contribution of Learning Outcomes Productive Subject of 9,2732% and Self-Reliance Learning of 10,1268%. Keywords: productive subject, self-reliance learning, industrial work practice

What\u27s in it for me? Perspectives from Community Participants in an Inter-professional Service Learning Program

Purpose: This study assessed Interdisciplinary Family Health (IFH) Program participants‘ perceived health outcomes associated with program participation at the University of Florida. Background: Service-learning has emerged as a dynamic way in which students derive practical skills to address the needs of their community. Research has probed student perspectives but has seldom explored community feedback. The Interdisciplinary Family Health Program (IFH) is a mandatory Interprofessional service learning experience designed to foster collaborative teamwork across first year health professions students at UF. Students are assigned in interprofessional teams of four to improve a local volunteer family’s health over the course of four visits in one academic year. Description of Research: Data from twenty-one semi-structured telephone interviews were audio-recorded and transcribed to assess participants’ perceived health outcomes using a grounded theory approach. Emergent themes were conceptualized via selective coding and peer-reviewing. Results: All program participants reported positive health outcomes within a social support construct. Responses fell into four social support domains within a greater framework of bridging student-participant generations: informational support, emotional support, companionship support, and tangible support. Trends in social support domains observed were associated with participant SES. Participants with lower SES levels reported greater needs for health information and access, whereas participants with higher SES levels desired building social relationships with students. Conclusions: Tailoring IPE training to address specific social support domains and SES associations is an opportunity for enhanced participant experiences and perceived health outcomes. Educational planning can utilize social support domain-SES association findings as a guide for students to attune their efforts at improving the overall health outcomes of their target population. Learning Objectives and Related Conference Objectives: Participants will be able to describe qualitative methods of evaluating perceived patient health outcomes in assessing the effectiveness of the Interdisciplinary Family Health Program (Conference Objective 1). Participants will be able to communicate research findings regarding social support domain-SES approaches for enhanced educational programming and perceived patient health outcomes (Conference Objective 3)

An interprofessional, intercultural, immersive short-term study abroad program: public health and service systems in rome

The purpose of this paper is to describe a short-term study abroad program that exposes engineering and nursing undergraduate students from the United States and Italy to an intercultural and interprofessional immersion experience. Faculty from Purdue University and Sapienza Università di Roma collaborated to design a technical program that demonstrates the complementary nature of engineering and public health in the service sector, with Rome as an integral component of the program. Specifically, the intersection of topics including systems, reliability, process flow, maintenance management, and public health are covered through online lectures, in-class activities and case study discussions, field experiences, and assessments. Herein, administrative issues such as student recruitment, selection, and preparation are elucidated. Additionally, the pedagogical approach used to ensure constructive alignment among the program goals, the intended learning outcomes, and the teaching and learning activities is described. Finally, examples of learning outcomes resulting from this alignment are provided

2009 Annual Performance Report

Analyzes 2009 program impact in terms of grantmaking; outcomes; and results, learning, and refinement; as well as institutional effectiveness in terms of leadership, constituent feedback, and finance and organization. Includes selected indicators

Managing Global Training Utilizing Distance Learning Technologies and Techniques: The United States Army Readiness Training

Distance learning (e-learning) is expanding at a very rapid pace as organizations throughout the world search for economical, responsive, and effective means to train workers to meet the challenges of the information age workplace. The Army Distance Learning Program (TADLP) model is discussed in the context of the global e-learning environment. Both e-learning infrastructure and management issues are identified, with emphasis on: (1) developing policy, (2) measuring performance, (3) managing resources, (4) maintaining standards, and (5) satisfying users. The TADLP program is challenging to manage effectively, and difficult to accurately assess program outcomes. The TADLP program is shown to have a well-executed infrastructure plan, quality management of both facilities and services by contractor-supplied staff, and well-designed classrooms. However, the program suffers from limited courseware, creating a bottleneck for full program utilization. A discussion follows relating the Army program to public and private e-learning programs and expectations.

Recognizing aboriginal oral tradition through blended learning: a success story

The Aboriginal Health and Community Administration Program (AHCAP) is a certificate program developed through the partnership of the Institute for Aboriginal Health and Continuing Studies at the University of British Columbia. This paper examines factors in the program’s blended design and development which have contributed to the exceptionally high completion rate and the strongly positive responses and outcomes for widely diverse learner cohorts. Factors which appear to contribute to the program success include: 1) a holistic approach compatible with traditional Aboriginal oral traditions of teaching and learning; 2) a university partnership that taps into unique networks and capacities; 3) incorporating the 4 R’s of Aboriginal education: relevance, reciprocity, respect and responsibility generated throughout the learning and teaching, both online and face-to-face; and 4) making the program accessible to geographically and technologically diverse communities of learners.\u

Learning outcomes and school cost-effectiveness in Mexico : the PARE program

Past research often attributed most differences in student learning to socioeconomic factors, implying that the potential for direct educational interventions to reduce learning inequality was limited. The author shows that learning achievement can be improved through appropriately designed and reasonably well-implemented interventions. The author studies the impact of the Programa para Abatir el Rezago Educativo (PARE), a program designed to improve the quality and efficiency of primary education in four Mexican states by improving school resources. The PARE program increased learning achievement in rural and native schools, where students had typically not performed as well as other students (in Spanish). Not only did students'cognitive abilities improve under the PARE program, but the probability of their continuing in school improved. In rural areas where the PARE design was fully implemented, test scores for the average student increased considerably. A 30 percent deficit in test scores among rural students could be overcome by roughly doubling the resources allocated per student.Primary Education,Teaching and Learning,Public Health Promotion,Health Monitoring&Evaluation,Gender and Education,Teaching and Learning,Gender and Education,Primary Education,Health Monitoring&Evaluation,Educational Sciences

A duration analysis of CONALEP (Mexico's National Technical Professional School)

Mexico's National Technical Professional School (Colegio Nacional de Educaci?n Profesional T?cnica, CONALEP) is the largest technical education system in the country. CONALEP serves low-income students at the upper-secondary school level in Mexico. Using graduate tracer surveys from CONALEP, the author analyzes the impact of modular courses and reform programs implemented by CONALEP in 1991-92 on CONALEP graduates'labor market outcomes. Results indicate that graduates from the pre-reform program had to search longer for a job compared with those of the post-reform program. Graduates from the post-reform program have 45 percent higher probability of finding a job than those from the pre-reform program. However, the pre-reform program cohorts earned higher hourly wages than those from the post-reform program.Girls'Education,Teaching and Learning,Health Monitoring&Evaluation,Public Health Promotion,Primary Education,Teaching and Learning,Gender and Education,Primary Education,Health Monitoring&Evaluation,Girls Education

Learning in Motion: Teachers‟ Perspectives on the Impact of Stationary Bike Use in the Classroom

The potential of physical activity to support self-regulated learning in the classroom has encouraged the implementation of stationary bicycles across Canada and the United States. Positive testimonials suggest that their use by students has positive outcomes, but there is limited empirical evidence supporting the efficacy of this pedagogical practice. The current study analyzes teachers‟ perceptions of the use and impact of stationary exercise bicycles in classrooms as part of a community running program initiative through a nationwide survey of 107 participants. Key findings identify teacher perceptions of positive outcomes in students‟ social, emotional, and cognitive development, as well as to the learning environment. A small set of unique challenges were posed by the bike integration, including limited distraction and some scheduling difficulties. Teachers approached the integration of the bikes on a spectrum of control from “student-regulated” to “teacher-regulated” with some combination of both, and movement from teacher-directed use to more student-initiated use after the bike was in use for some time. The implications for the use of stationary bikes as a tool for self-regulated learning in an active classroom are discussed and future research measuring learning outcomes is suggested

Adobe Youth Voices Literature Review

Education Development Center, Inc. (EDC) received a grant from Adobe to conduct an evaluation of the Adobe Youth Voices (AYV) program. As part of the evaluation, EDC conducted a review of relevant literature to situate AYV in a broader context, provide stakeholders with a framework for understanding goals and outcomes, and frame and inform the evaluation questions. EDC reviewed scholarly articles, program reports and evaluations, and research studies that addressed youth media programs, youth development, teacher professional development, and other areas related to AYV's goals.Among the findings, the literature review includes 6 key points that speak to the AYV program:1. The goals of youth media programs most commonly cited can be grouped into several categories: Youth voice -- the capacity for self-expression Youth development -- the process of developing the skills and personal attributes that enable young people to become successful adults Media literacy -- the ability to analyze, evaluate and produce information in a variety of media forms Skill development -- such as communication, critical thinking, technology, and media production skills Social action or civic engagement 2. Outcomes and impacts on participants of youth media programs commonly found in the literature include: Improved skills Improved community perception of youth Positive youth development Increased social action and civic engagement 3. Outcomes and impacts on participants of youth development programs frequently cited include:Improved communication, critical thinking, and related skills Increased self-esteem More positive attitudes towards school and their futures 4. There is broad agreement that traditional educational approaches do not adequately address 21st century skills. Education must adapt to be more compatible with the ways in which young people think and learn, as well as the tools and media that are part of their environment.5. Student engagement in education has been associated with positive youth development and 21st century skills. Engaging instruction often includes inquiry- or project-based, multidisciplinary, and authentic learning activities.6. Educator professional development is believed to be a key step toward improving student outcomes. While there is little research that can demonstrate this connection, there is new focus on evaluating the effectiveness of professional development activities. Elements of effective professional development include learning communities and collaboration, ongoing support and assistance, and active or applied learning